Neurodiversity in academic misconduct: considerations for accessibility, equity and inclusion

As artificial intelligence technologies (‘AI’) progress, universities face heightened pressure to detect and address academic dishonesty, including plagiarism and collusion. Receiving an allegation of academic misconduct is a difficult experience for any student, but for neurodivergent students, this process can add layers of complexity and emotional strain.

understanding neurodiversity

Neurodiversity is a broad term used to describe the full range of neurocognitive functioning that may be experienced by an individual. The meaning of neurodiversity and its associated terms are frequently misunderstood. You can read the introduction to this special series, which explains in detail some of the terminology we have used.

the academic misconduct process

The academic misconduct process can vary among universities, with some institutions opting for an informal approach, such as providing a warning. Whilst others, take a stricter and more formal stance. This includes universities conducting their own investigations, providing students with an opportunity to present their case and arranging a formal panel hearing. The panel then evaluates the evidence and determines whether the allegation is found proven, and if so, an appropriate penalty based on the severity of the misconduct. Usually, students have the right to appeal the decision.

Neurodivergent students, who may already face challenges in navigating academic structures, find themselves particularly overwhelmed when confronted with allegations of misconduct. This can exacerbate feelings of frustration, anxiety, and isolation, making it essential for universities to provide tailored and ongoing support. Universities need to also consider that some students may not have, for various reasons, been comfortable to disclose their neurodivergence prior.  

The process of addressing the allegation can further exacerbate feelings of significant stress and confusion, adding another layer of complexity for the student. For example, the student might find it difficult to navigate meetings with their lecturers and tutors, leading to heightened levels of anxiety and self-doubt. Without tailored support from university staff in neurodiversity, the student may increasingly feel misunderstood and marginalised. In addition, some neurodivergent individuals may suffer from impulsivity and/ or inattention. This may make it difficult for them to engage in a panel hearing, particularly if they are required to explain and justify their actions in an unfamiliar environment. They may further struggle to convey how their neurodivergence can contribute to their academic work.

recommendations

Improving inclusivity and accommodation for neurodivergent students is crucial for their overall well-being. Below are key areas of focus and recommendations:

1. Establish a designated contact for advice and guidance. Universities offer various support services to aid neurodivergent students in navigating their academic journey. It's crucial to provide specific guidance on the academic misconduct process tailored to their needs, ensuring accessibility of resources both internally and externally. While universities may rely on student disclosure to determine whether additional support is needed, this should not be the sole avenue for support. Universities must proactively anticipate and accommodate the diverse needs of neurodivergent students, regardless of explicit disclosure.

Tailored support may include:

• Providing information in various formats such as audio, visual, or text-to-speech to accommodate different preferences.
• Allowing extra time for the student to present their case.
• Assigning a dedicated support member who can provide guidance and assistance during the process.
• Ensuring correspondence related to the alleged misconduct follows practical considerations such as selecting background colours with high contrast and minimal visual distractions to enhance readability for those with sensory sensitivities or visual processing differences.

2. Creating an Inclusive Environment. Since COVID-19, academic misconduct meetings and hearings are held either remotely or face-to-face on the university premise. The setting in which these discussions take place can significantly impact how students communicate and respond to allegations.

For physical spaces, considerations should be made to the lighting, noise levels and the layout and design that contribute to a conducive atmosphere. Similarly, in virtual spaces, factors such as audio quality, video clarity, the layout of the online platform and online features such as interactive tools play a crucial role in facilitating effective communication.

By consciously addressing these environmental factors, academic misconduct discussions can become more equitable, productive, and supportive for all.

3. Format of meetings. It is vital to consider the format and structure of meetings related to the alleged misconduct. For example, providing appropriate breaks to accommodate diverse attention spans and prevent cognitive fatigue. The pace of the discussion should be thoughtfully managed to accommodate neurodivergent students varying processing speeds and comfort levels.

These recommendations are only the beginning. By fostering an inclusive and supportive environment, universities can empower neurodivergent students to feel confident throughout the academic misconduct process, while upholding academic integrity.

further information

If you have any questions regarding this blog, please contact Manvir Grewal or a member of our Regulatory team.

about the author

Manvir is a trainee solicitor at Kingsley Napley. She is currently in her second seat, with the Regulatory team. Her first seat was in the Real Estate team.